This two lesson unit is designed for 6-8th grade students honing their art and math skills.
The purpose of the first lesson (Competency) is to introduce students to the many different posable combinations of tessellating patterns.With the use of computer programs the students will easily create and explore the production of tessellating patterns.
The purpose of the second lesson (Using the U tube video - Resource) is to give the students practice in creating handmade tessellating patterns that have been funk-a-fied but still follow the rules of tessellation's. The use of this online video resource creates the opportunity for students to view the lesson at any time it also is edited focusing on the important information. The second lesson will focus on the use of drafting tools like protractors, rulers and the creation of the funk-a-fied geometric shape templates. The final tessellation will be colored in using colored pencils and markers.
Lesson 1 title: Computer generated tessellation. Generative Theme: We can learn how to make tessellation's and investigate the mathematical rules that define a tessellation. Explore the cultural and historical use and creation of tessellation's in design and art. Overview: Learn how the mathematical principles govern the creation of tessellation's. Explore three different geometric layouts. (Square, Isosceles Triangle and use combination of two different tessellating Shapes). Learn how to navigate two of the website’s listed and create three tessellation's to be posted on class portfolio web sight for peer evaluation and sharing. Understanding Goals: We can learn the principles behind creating tessellation's. Explore the possibilities and combination of different geometric shapes that tesselate. Start to explore the principles behind how to make irregular margins on geometric tessellating shapes. Explore how to use web based programs aiding in the creation of tessellation's. Practice posting digital class assignments on line. Generative Questions: Dose color theory play a roll in creating tessellating patterns? Is it helpful to use these web based programs to create and understand the geometric constraints of tessellation's. How have tessellating patterns been used in history to express harmony and reflect cultural beliefs. (Islamic Mosaics) What can we learn about ourselves and others when expressing ourselves through individualizing our tessellations?
Vocabulary:Tessellation, triangle square, rhombus, parallelogram, pentagon, hexagon, octagon, arc of a circle, acute angles, right angles, obtuse angle, negative space and positive space.
Introduction/Demonstration: View website as class to learn about the math, geometry and rules of tessellation's. http://www.coolmath.com/lesson-tesselations-1.htm Demonstrate the use of several different website tessellation programs in class by projecting instructors computer desktop. Demonstrate how to post the tessellation's to class site. Define what a tessellation is and present a powerpoint presentation of cultural and historical importance of tessellation's. Students at Work: 1. Students will plan their personal tessellation using at least TWO different website programs available, visit web based tessellation sites listed in materials resource section of lesson plan. Students will be encouraged to add to the list of websites if they find others that apply to this lesson. Personal tessellation's could also be created using Photoshop e. 2. Students will post their assignments on class website for discussion and review. 3. Students will be asked to communicate their reactions to classmate presentations. Closure: For the final review of the project, students will print out their favorite tessellation and group them into categories by geometric similarities. Fore example students using the tessellating isosceles triangle tessellation's on one display board and so on... The class presentation boards will be left up for display to inform students for lesson two how to create a hand drawn tessellation.
Visual and Performing Arts Frameworks Concepts: Artistic Perception: Awareness of the many different tessellating shapes and patterns. Awareness of organic and geometric forms, and textures and patters found in nature and architecture. Aesthetic Valuing: Understand how tessellating patterns were used to convey harmony and nature in cultural specific structures of the past and present. Understand how making art can be inspired by architectural innovations and solutions to human needs. Cultural Heritage: Understand how past civilizations are defined by their architectural embellishments and innovations. Islamic Mosaic, Tessellation's linked to mathematical innovations and the witness of tessellation's in natural forms and structures. (honey comb, plants cell walls and molecular structures). Creative Explorations?Creative Strategies: Invent new or modify known tessellation's to convey personal identity expressed through exploration of color, pattern and content of graphic production of a tessellation
Connections: Integrations: Explore culturally how tessellating tile patterns were used as creative expression when religious iconography was banned. Math (Geometry, patterns and principles behind tessellating angles and shapes) Science (plant cell geometry) geometry found in natural structures. the use of tessellating shapes in structural engineering. History of civilizations and architectural innovations.
Extension: This would be a great assignment for a math teacher as well as visual art. Ongoing Assessments: Observation of students at work and help students find examples of styles of tessellation's that aline with their own personality. Students will have to define what geometric pattern they incorporated when creating their personal tessellation or elements used or whether they combined more than one style.
Summative Assessments: Have students present their tessellation to the class explaining why they used a certain style or geometry or color combinations represent their interests. Explain which creative strategies the used in their creation. What are some of the nontraditional or fantasy additions did they make to there tessellation. Criteria for Assessment: (Each of the four criteria will be evaluated by excellent 4, average 3, addequit 2 or needs improvement 1. )
Understanding: Students grasp the understanding goals and the concepts of the lesson.
Effort: Care and thought are evident in all steps/artworks.
Product: Form, Style, innovation and craftsmanship and how well did they convey the concept of the project/lesson.
Learning and growth: Students shows increased conceptual and manual art skills, and knowledge of their use of creative strategies.
Lesson 2 title: Watch video lesson of how to create hand made tessellation and apply principles learned to create your individual tessellation. Generative Theme: We can learn how to make tessellation's and investigate the mathematical rules that define a tessellation. Explore the cultural and historical use and creation of tessellation's in design and art. (M. C. Esher) Overview: Learn how the mathematical principles govern the creation of tessellation's. Explore different geometric layouts. (Square, Isosceles Triangle and use combination of two different tessellating Shapes). Learn how to manipulate a tessellating geometric shape using drafting tools listed in materials section of lesson. Understanding Goals: We can learn the principles behind creating tessellation's. Explore the possibilities and combination of different geometric shapes that tesselate. Start to explore the principles behind how to make irregular margins on geometric tessellating shapes. Practice posting digital class assignments on line by scanning or uploading a photo of your tessellation. Generative Questions: Dose color theory play a roll in creating tessellating patterns? Is it helpful to use these web based programs to create and understand the geometric constraints of tessellation's. How have tessellating patterns been used in history to express harmony and reflect cultural beliefs. (Islamic Mosaics) What can we learn about ourselves and others when expressing ourselves through individualizing our tessellations?
Vocabulary:Tessellation, triangle square, rhombus, parallelogram, pentagon, hexagon, octagon, arc of a circle, acute angles, right angles, obtuse angle, negative space and positive space.
Materials Resources: Computers, internet connection, LCD projector, Printer. construction paper, scissors, protractor, compass, rulers, pencil, makers, drawing paper, digital camera and scanner.
Introduction/Demonstration: View Utube video on how to create a tessellating pattern. Demonstrate the use of drafting tools to create geometric shapes. Demonstrate how to post the tessellation's to class site. Define what a tessellation is and present a powerpoint presentation of cultural and historical importance of tessellation's. Students at Work:
Students will plan their personal tessellation using information gained from lesson one.
Students will elaborate and funk-a-fie their tessellation with prompts from the online lesson.
3. Students will post their assignments on class website for discussion and review. 4. Students will be asked to communicate their reactions to classmate presentations. Closure: For the final review of the project, students will decorate the art room for all classes to see. This is a great lesson to start the year with because it integrates math and art into a meaningful creation of pattern. Visual and Performing Arts Frameworks Concepts: Artistic Perception: Awareness of the many different tessellating shapes and patterns. Awareness of organic and geometric forms, and textures and patters found in nature and architecture. Aesthetic Valuing: Understand how tessellating patterns were used to convey harmony and nature in cultural specific structures of the past and present. Understand how making art can be inspired by architectural innovations and solutions to human needs. Cultural Heritage: Understand how past civilizations are defined by their architectural embellishments and innovations. Islamic Mosaic, Tessellation's linked to mathematical innovations and the witness of tessellation's in natural forms and structures. (honey comb, plants cell walls and molecular structures). Creative Explorations?Creative Strategies: Invent new or modify known tessellation's to convey personal identity expressed through exploration of color, pattern and content of graphic production of a tessellation
Connections: Integrations: Explore culturally how tessellating tile patterns were used as creative expression when religious iconography was banned. Math (Geometry, patterns and principles behind tessellating angles and shapes) Science (plant cell geometry) geometry found in natural structures. the use of tessellating shapes in structural engineering. History of civilizations and architectural innovations.
Extension: This would be a great assignment for a math teacher as well as visual art. Ongoing Assessments: Observation of students at work and help students find examples of styles of tessellation's that aline with their own personality. Students will have to define what geometric pattern they incorporated when creating their personal tessellation or elements used or whether they combined more than one style.
Summative Assessments: Have students present their tessellation to the class explaining why they used a certain style or geometry or color combinations represent their interests. Explain which creative strategies the used in their creation. What are some of the nontraditional or fantasy additions did they make to there tessellation. Criteria for Assessment: (Each of the four criteria will be evaluated by excellent 4, average 3, addequit 2 or needs improvement 1. )
Understanding: Students grasp the understanding goals and the concepts of the lesson.
Effort: Care and thought are evident in all steps/artworks.
Product: Form, Style, innovation and craftsmanship and how well did they convey the concept of the project/lesson.
Learning and growth: Students shows increased conceptual and manual art skills, and knowledge of their use of creative strategies.
The purpose of the first lesson (Competency) is to introduce students to the many different posable combinations of tessellating patterns.With the use of computer programs the students will easily create and explore the production of tessellating patterns.
The purpose of the second lesson (Using the U tube video - Resource) is to give the students practice in creating handmade tessellating patterns that have been funk-a-fied but still follow the rules of tessellation's. The use of this online video resource creates the opportunity for students to view the lesson at any time it also is edited focusing on the important information. The second lesson will focus on the use of drafting tools like protractors, rulers and the creation of the funk-a-fied geometric shape templates. The final tessellation will be colored in using colored pencils and markers.
Lesson 1 title:
Computer generated tessellation.
Generative Theme:
We can learn how to make tessellation's and investigate the mathematical rules that define a tessellation. Explore the cultural and historical use and creation of tessellation's in design and art.
Overview:
Learn how the mathematical principles govern the creation of tessellation's.
Explore three different geometric layouts. (Square, Isosceles Triangle and use combination of two different tessellating Shapes).
Learn how to navigate two of the website’s listed and create three tessellation's to be posted on class portfolio web sight for peer evaluation and sharing.
Understanding Goals:
We can learn the principles behind creating tessellation's.
Explore the possibilities and combination of different geometric shapes that tesselate.
Start to explore the principles behind how to make irregular margins on geometric tessellating shapes.
Explore how to use web based programs aiding in the creation of tessellation's.
Practice posting digital class assignments on line.
Generative Questions:
Dose color theory play a roll in creating tessellating patterns?
Is it helpful to use these web based programs to create and understand the geometric constraints of tessellation's.
How have tessellating patterns been used in history to express harmony and reflect cultural beliefs. (Islamic Mosaics)
What can we learn about ourselves and others when expressing ourselves through individualizing our tessellations?
Vocabulary: Tessellation, triangle square, rhombus, parallelogram, pentagon, hexagon, octagon, arc of a circle, acute angles, right angles, obtuse angle, negative space and positive space.
Materials Resources:
Computers, internet connection, LCD projector, Printer.
Google. Tessellation creator
http://gwydir.demon.co.uk/jo/tess/bigtri.htm
http://gwydir.demon.co.uk/jo/tess/sqtile.htm
http://www.shodor.org/interactivate/activities/Tessellate/
http://illuminations.nctm.org/ActivityDetail.aspx?ID=202
Introduction/Demonstration:
View website as class to learn about the math, geometry and rules of tessellation's.
http://www.coolmath.com/lesson-tesselations-1.htm
Demonstrate the use of several different website tessellation programs in class by projecting instructors computer desktop.
Demonstrate how to post the tessellation's to class site.
Define what a tessellation is and present a powerpoint presentation of cultural and historical importance of tessellation's.
Students at Work:
1. Students will plan their personal tessellation using at least TWO different website programs available, visit web based tessellation sites listed in materials resource section of lesson plan. Students will be encouraged to add to the list of websites if they find others that apply to this lesson. Personal tessellation's could also be created using Photoshop e.
2. Students will post their assignments on class website for discussion and review.
3. Students will be asked to communicate their reactions to classmate presentations.
Closure:
For the final review of the project, students will print out their favorite tessellation and group them into categories by geometric similarities. Fore example students using the tessellating isosceles triangle tessellation's on one display board and so on...
The class presentation boards will be left up for display to inform students for lesson two how to create a hand drawn tessellation.
Visual and Performing Arts Frameworks Concepts:
Artistic Perception:
Awareness of the many different tessellating shapes and patterns. Awareness of organic and geometric forms, and textures and patters found in nature and architecture.
Aesthetic Valuing:
Understand how tessellating patterns were used to convey harmony and nature in cultural specific structures of the past and present.
Understand how making art can be inspired by architectural innovations and solutions to human needs.
Cultural Heritage:
Understand how past civilizations are defined by their architectural embellishments and innovations. Islamic Mosaic, Tessellation's linked to mathematical innovations and the witness of tessellation's in natural forms and structures. (honey comb, plants cell walls and molecular structures).
Creative Explorations?Creative Strategies:
Invent new or modify known tessellation's to convey personal identity expressed through exploration of color, pattern and content of graphic production of a tessellation
Connections: Integrations:
Explore culturally how tessellating tile patterns were used as creative expression when religious iconography was banned.
Math (Geometry, patterns and principles behind tessellating angles and shapes)
Science (plant cell geometry) geometry found in natural structures. the use of tessellating shapes in structural engineering.
History of civilizations and architectural innovations.
Extension:
This would be a great assignment for a math teacher as well as visual art.
Ongoing Assessments:
Observation of students at work and help students find examples of styles of tessellation's that aline with their own personality.
Students will have to define what geometric pattern they incorporated when creating their personal tessellation or elements used or whether they combined more than one style.
Summative Assessments:
Have students present their tessellation to the class explaining why they used a certain style or geometry or color combinations represent their interests. Explain which creative strategies the used in their creation. What are some of the nontraditional or fantasy additions did they make to there tessellation.
Criteria for Assessment: (Each of the four criteria will be evaluated by excellent 4, average 3, addequit 2 or needs improvement 1. )
Lesson 2 title:
Watch video lesson of how to create hand made tessellation and apply principles learned to create your individual tessellation.
Generative Theme:
We can learn how to make tessellation's and investigate the mathematical rules that define a tessellation. Explore the cultural and historical use and creation of tessellation's in design and art. (M. C. Esher)
Overview:
Learn how the mathematical principles govern the creation of tessellation's.
Explore different geometric layouts. (Square, Isosceles Triangle and use combination of two different tessellating Shapes).
Learn how to manipulate a tessellating geometric shape using drafting tools listed in materials section of lesson.
Understanding Goals:
We can learn the principles behind creating tessellation's.
Explore the possibilities and combination of different geometric shapes that tesselate.
Start to explore the principles behind how to make irregular margins on geometric tessellating shapes.
Practice posting digital class assignments on line by scanning or uploading a photo of your tessellation.
Generative Questions:
Dose color theory play a roll in creating tessellating patterns?
Is it helpful to use these web based programs to create and understand the geometric constraints of tessellation's.
How have tessellating patterns been used in history to express harmony and reflect cultural beliefs. (Islamic Mosaics)
What can we learn about ourselves and others when expressing ourselves through individualizing our tessellations?
Vocabulary: Tessellation, triangle square, rhombus, parallelogram, pentagon, hexagon, octagon, arc of a circle, acute angles, right angles, obtuse angle, negative space and positive space.
Materials Resources:
Computers, internet connection, LCD projector, Printer.
construction paper, scissors, protractor, compass, rulers, pencil, makers, drawing paper, digital camera and scanner.
Introduction/Demonstration:
View Utube video on how to create a tessellating pattern.
Demonstrate the use of drafting tools to create geometric shapes.
Demonstrate how to post the tessellation's to class site.
Define what a tessellation is and present a powerpoint presentation of cultural and historical importance of tessellation's.
Students at Work:
- Students will plan their personal tessellation using information gained from lesson one.
- Students will elaborate and funk-a-fie their tessellation with prompts from the online lesson.
3. Students will post their assignments on class website for discussion and review.4. Students will be asked to communicate their reactions to classmate presentations.
Closure:
For the final review of the project, students will decorate the art room for all classes to see.
This is a great lesson to start the year with because it integrates math and art into a meaningful creation of pattern.
Visual and Performing Arts Frameworks Concepts:
Artistic Perception:
Awareness of the many different tessellating shapes and patterns. Awareness of organic and geometric forms, and textures and patters found in nature and architecture.
Aesthetic Valuing:
Understand how tessellating patterns were used to convey harmony and nature in cultural specific structures of the past and present.
Understand how making art can be inspired by architectural innovations and solutions to human needs.
Cultural Heritage:
Understand how past civilizations are defined by their architectural embellishments and innovations. Islamic Mosaic, Tessellation's linked to mathematical innovations and the witness of tessellation's in natural forms and structures. (honey comb, plants cell walls and molecular structures).
Creative Explorations?Creative Strategies:
Invent new or modify known tessellation's to convey personal identity expressed through exploration of color, pattern and content of graphic production of a tessellation
Connections: Integrations:
Explore culturally how tessellating tile patterns were used as creative expression when religious iconography was banned.
Math (Geometry, patterns and principles behind tessellating angles and shapes)
Science (plant cell geometry) geometry found in natural structures. the use of tessellating shapes in structural engineering.
History of civilizations and architectural innovations.
Extension:
This would be a great assignment for a math teacher as well as visual art.
Ongoing Assessments:
Observation of students at work and help students find examples of styles of tessellation's that aline with their own personality.
Students will have to define what geometric pattern they incorporated when creating their personal tessellation or elements used or whether they combined more than one style.
Summative Assessments:
Have students present their tessellation to the class explaining why they used a certain style or geometry or color combinations represent their interests. Explain which creative strategies the used in their creation. What are some of the nontraditional or fantasy additions did they make to there tessellation.
Criteria for Assessment: (Each of the four criteria will be evaluated by excellent 4, average 3, addequit 2 or needs improvement 1. )